Development and validation of the Decision-Specific Reinvestment Scale

Abstract

Items from the Reinvestment Scale were modified to create a decision-specific version of the scale. Principal components analysis of responses from 165 participants revealed one-, two-, three-, and four-factor solutions for the Decision-Specific Reinvestment Scale. Confirmatory factor analysis of responses from a second sample of 111 participants revealed that a 13-item two-factor solution showed the best fit. The first factor comprised six items referring to conscious monitoring of the process involved in making a decision, and was termed decision reinvestment. The second factor, decision rumination, comprised seven items related to focus on negative evaluations of previous poor decisions. In an initial assessment of predictive validity, Decision-Specific Reinvestment Scale scores of 59 skilled team sport players were found to be highly correlated with coaches' ratings of players' tendency to choke under pressure (r = 0.74), with high Decision-Specific Reinvestment Scale scores indicating greater susceptibility to poor decision-making under pressure. It was concluded that the Decision-Specific Reinvestment Scale highlights a performer's predisposition to engage in behaviours detrimental to performance under pressure, namely decision reinvestment and decision rumination.     

The Construct and Concurrent Validity of a 12-Minute Crawl Stroke Swim as a Field Test of Swimming Endurance

This study investigated the construct and concurrent validity of a 12-minute crawl stroke swim as a field test of swimming endurance. A sample of 42 male college students who ranged from certified life savers to competitive swimmers were administered three tests. The first, a multistage swimming endurance test, required that a tethered subject swim to exhaustion under a linear progressive increase in workload. The second measure was the crawl stroke count for two lengths of a 25-yard pool. The third test was a 12-minute crawl stroke swim for distance with total distance and distance covered each minute recorded for each subject. Alpha factor analysis of the 12 minute intervals of the crawl stroke swim produced one factor which demonstrated that swimming performance was internally consistent during the 12-minute swim. There was a correlation of .898 (p < .01) between the 12-minute swim and the tethered swim test. Cross validity procedures demonstrated a high degree of stability for the correlation between the 12-minute swim and the tethered swim and for resulting regression statistics. The construct validity was established for both the multistage test and the 12-minute swim using the known groups approach. On the basis of the data the 12-minute swim is a valid field test for swimming endurance for the population studied.     

Baumgartner's Modified Pull-Up Test For Male and Female Elementary School Aged Children

Abstract

Nineteen college men and women (aged 18–23 yrs, × = 21.1) were studied to ascertain the force-time components of a rapid maximal voluntary isometric contraction (MVC) for ankle dorsiflexors, knee extensors, elbow flexors, wrist flexors and hand grip. Standardized isometric strength testing protocol was used. After a practice period subjects were instructed to make an MVC without jerking and as quickly as possible, for each of the muscle actions noted above. Force readings were taken from a load cell assembly through an analogue-to-digital converter and analyzed to yield time values for MVC, 3/4 MVC, 1/2 MVC, and 1/4 MVC. The results indicated significant differences (p < .01) between the responses of the men and women, with the women reaching full MVC more rapidly than the men. Also, there were significant differences among the five muscle groups tested, with the wrist flexor muscle group developing MVC most quickly, while the knee extensors took the longest time to full MVC. Based upon these data it may be concluded that the time to full MVC differs between men and women, and also that the time to full MVC differs among the five muscle groups tested in this experiment.     

Evaluation of the Physical Activity and Public Health Course for Practitioners

Purpose: From 1996 to 2013, a 6-day Physical Activity and Public Health Course for Practitioners has been offered yearly in the United States. An evaluation was conducted to assess the impact of the course on building public health capacity for physical activity and on shaping the physical activity and public health careers of fellows since taking the courses. Method: An evaluation quantified time that fellows spent in different course offerings and surveyed fellows. Results: From 1996 to 2012, 410 fellows attended the course, and in 2013, 186 participated in the Web-based survey (56% response rate). The number of fellows attending the course ranged from 15 to 33 yearly. From 1996 to 2012, the course averaged 38 hr of instructional time that included topics on interventions and environment/policy work to increase physical activity, program evaluation, public health research, and health disparities. The course included consultations, collaborative work, and field-based experiences. Fellows who participated in the survey agreed that the course had a positive impact on the physical activity research or practice work they did (98%), met their expectations (96%), helped them with research/practice collaborations with other physical activity professionals (96%), assisted them in conducting higher-quality interventions/programs (95%), helped increase their professional networking in the field (93%), and had a positive impact on other work they did (91%). Following the course, 66% and 56% had further contact with faculty and other fellows, respectively. Conclusion: The Physical Activity and Public Health Course for Practitioners made important contributions toward building the capacity of physical activity and public health practitioners.     

‘What about the community impact?’: The Corpus Christi ‘hook’

This case study draws on theory in the following areas (1) public financing of sport facilities and in particular, the method of bonds and the impact on and involvement of local taxpayers, (2) community impact of minor league sport teams, and (3) leveraging of sport teams and facilities. This case is centered on Justin Drew, the president of the Corpus Christi Hooks, who must work with city officials to ensure that his minor league baseball team does not lose local support. The city of Corpus Christi helped finance the Hooks’ stadium a few years prior, and now with new members on City Council, tough economic times, and a history of folded professional sports teams in the city, Drew must be proactive in seeing that the Hooks do not meet a similar fate.The case presents a common challenge confronted by communities that host professional sport teams. In many cases, cities must provide some level of public financing for sport facilities in order to attract or retain a team. To gain public support, various promises are made about the potential for the team to transform the community. However, once public funding is secured and a team and facility is in place, it is unclear who has the responsibility for delivering on these promises. The situation presented in this case is not unique. In fact, similar claims are made about the impact of a sports team, regardless of the size of the host community or the type of team. This case gives students the opportunity to measure impact and also think critically about how to leverage a sports team to create value for the community. Although the characters in the case are fictitious the case draws upon actual facts and data from public records regarding Corpus Christi and their minor league baseball team, the Hooks; thus, providing students with a realistic dilemma to consider. The case is intended for use in Sport Finance/Economics and Sport Policy courses, but could also be adapted for other courses such as Sport Marketing, Sport Communication, Facilities and Event Management or even Research Methods.     

A longitudinal investigation of reading development from kindergarten to grade eight in a Spanish-speaking bilingual population

This longitudinal study used latent growth curve modeling to investigate English literacy development in a sample of Spanish-speaking language minority students from third through eighth grade. This study also compared the sample’s literacy development to the entire population of California students using state standardized test data. Second, this study examined the contributions of a variety of bilingual measures of kindergarten letter knowledge, phonological awareness, word reading, and vocabulary to literacy development. Results demonstrated the present sample scored below average in literacy compared to the overall population of California students across years, but made slight gains to narrow the achievement gap. The greatest gains were obtained between fourth and fifth grade, but plateaued thereafter. Results concerning the second research questions showed that the third grade literacy intercept was predicted by kindergarten English letter knowledge, Spanish onset, Spanish word reading, and English vocabulary. However, English literacy development through eighth grade was only predicted by kindergarten English and Spanish vocabulary. Findings support arguments for educational efforts to target oral language instruction for these students in early elementary and instruction in both languages may provide the greatest benefit. Instructional implications are discussed.     

Creative Knowledge: The Centrality of Creativity in Teachers’ Conceptions of Subject English

ABSTRACT

This paper examines the notion of creativity as a core concept in English teachers’ knowledge and valuing of their subject. It draws on research from a broader investigation into teachers as writers and discusses one of the key findings of the study: that creativity is not only crucial to how teachers approach their pedagogy and subject content, but that contexts in which creativity is minimised in English teachers’ lives results in struggle or even a departure from the profession. The paper concludes with a call for teachers and bureaucrats to affirm creative knowledge as foundational to English teachers and their profession, and the ability of teacher narratives to offer a powerful contribution to debates in English teaching.